Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Shares how students in second through sixth grade learn the "language of challenge" as they learn to read and write in their classrooms. Describes how the teachers and students challenge each other to grow as readers and writers and how they support each other in this process. (MG)

Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)

Describes an informal classroom study in which students tape recorded their thoughts as they read, wrote, and "conferenced" with classmates, and how they discovered the organizational benefits of using the recorder. Also describes the writing conferences and workshops that took place in the classroom. (HTH)

Argues that society's capacity to become more powerfully literate depends on its capacity to develop better ways to explain to and to show others what people do when they read and write. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. (HTH)

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Focuses on the issues of skills in reading instruction in New Zealand. Feels that instruction can maintain a reciprocal and mutually supportive relationship between teaching word-level strategies and comprehension strategies. (MG)

Argues that composing and comprehending are process-oriented thinking skills that are basically interrelated, and suggests ways that these skills can be taught. (JL)

Argues that the English Only Movement is misguided. Points out advantages of bilingual education and literacy in their native languages for students who begin their schooling with little or no knowledge of English. (SKC)